The Data Analysis and School Improvement course has been very insightful into the role of a Data Coach and Technology Facilitator. This course provided me with an opportunity to truly experience data analysis and learn strategies for improving student learning and school climate through the Data Process. The three most important things I learned was:
In an effort to continue the learning process, I would like to join the school’s data team. I have actually previously volunteered to analyze data for our PBIS group, but the process never came to fruition beyond that discussion. I would also be willing to work closely with our curriculum administrators, in any way that I could, to help utilize data to initiate positive change. As a teacher, I can now analyze my own EOC data and compare it to the school and state’s to identify trends and achievement gaps within my own classroom. I look forward to becoming a more efficient teacher for my students in the future. Moving forward, I anticipate the biggest challenge in implementing my ideas will be that because I am only one person, at a very large school, it will be hard to make my voice heard (if that makes sense). In the past, I have had great ideas, and shared them with colleagues and admin, only to have them dissipate somewhere along the great long ladder of getting someone’s attention that can help initiate the process. Regardless, I plan to apply what I have learned, even within my own small collaborative groups, by modeling best practices in using technology to analyze data, for assessments, and in creating strong visual graphics to support the data process in schools.
- To analyze data using excel spreadsheets, create graphical displays, and present findings.
- To identify student learning goals from data and develop strategies for initiating change.
- To use the Data Process to guide a data team in data analysis.
In an effort to continue the learning process, I would like to join the school’s data team. I have actually previously volunteered to analyze data for our PBIS group, but the process never came to fruition beyond that discussion. I would also be willing to work closely with our curriculum administrators, in any way that I could, to help utilize data to initiate positive change. As a teacher, I can now analyze my own EOC data and compare it to the school and state’s to identify trends and achievement gaps within my own classroom. I look forward to becoming a more efficient teacher for my students in the future. Moving forward, I anticipate the biggest challenge in implementing my ideas will be that because I am only one person, at a very large school, it will be hard to make my voice heard (if that makes sense). In the past, I have had great ideas, and shared them with colleagues and admin, only to have them dissipate somewhere along the great long ladder of getting someone’s attention that can help initiate the process. Regardless, I plan to apply what I have learned, even within my own small collaborative groups, by modeling best practices in using technology to analyze data, for assessments, and in creating strong visual graphics to support the data process in schools.